The plan should address the following elements: #3 Creating a structure and sense of direction for the development of school improvement and reform. Facilitating change in the learning environment by applying the crucial elements of vision and leadership will support and provide the structure and sense of direction necessary for the development of school improvement and reform. With successful school reform it is imperative to have a cohesive plan that incorporates a clear vision, a shared commitment, an open dialogue/communication within the community and unified team leaders that are eager to motivate change. The initial starting point for any change is established with a clear purpose or vision. Stating a vision provides guidance for team leaders of an organization by articulating what change is desired and the ultimate direction to be attained. A vision guides the work that needs to be accomplished and facilitates the process for change in the future that people are willing to work towards. Stating a unified vision inspires, motivates, and encourages people to assume leadership roles, creating the structure necessary to facilitate change. Constructing the foundation needed for school reform, a clear vision will additionally establish a standard of merit that will attract commitment and energize all leaders to strive for excellence. Implementing change will take perseverance and the support of stakeholders. In facilitating successful change and obtaining the support of others, leaders must visualize not only the new goals or plan, but additionally they must visualize new expectations, new relationships, and the necessary accountability structures required (Seeley, 1992). Building the required structure necessary for the development of school improvement and reform requires designated team leaders delegated to head specific task focused issues. Leaders should meet regularly to share their expertise, accomplishments as well as their obstacles in obtaining progress. An open clear dialogue should be established in the professional network as well as within the community overall. Facilitating change requires the support of many individuals and educators should involve students, parents, business leaders, children’s advocacy groups and other stakeholders in the community (Cuban, 1988). Creating a structure and sense of direction for the development of school improvement and reform is accomplished with leaders stating a clear vision, involving critical individuals to lead and implement task specific duties, utilizing the professional community for innovative approaches and building upon a supportive environment that is necessary for change. #7. Protecting what is important and good about Hickory High while reforming it to better meet the needs of twenty first century students. When implementing change in school reform, it is just as necessary to focus on what is right and working while additionally focusing on improvement and change for the better. In order to obtain the required support of administration, teachers, students, parents and others in the community, a successful approach for support to facilitate reform utilizes a sense of pride and accomplishment. Creating panels with leaders that represented students and also school professionals would enable the school to work collaboratively towards positive change. Reviewing policies and practices that were successful in the past could be discussed and supported by the critical individuals involved during task focused meetings. Investigating and discussing how other schools nationally/internationally, utilized and implemented innovative approaches to education in the learning environment could be beneficial in facilitating the needs of twenty-first-century students. During school reform it is imperative to focus on the effectiveness of current education practices while developing policies that strive for improvement. Reinforcing the positive aspects of the school will help motivate all crucial stakeholders to engage innovative strategies for long term improvement and to better meet the future needs of the students. References Boles, K. & Troen, V. (1992). How teachers make restructuring happen. Educational Leadership, 49(5), 53-56. Cuban, L. (1988). A fundamental puzzle of school reform. Phi Delta Kappan, 69(5), 341-344. Marshall S. Smith; Jennifer O'Day, Systemic school reform. (1990). Journal of Education Policy, 5,(5), 233-267. Seeley, D.S. (1992, April). Visionary leaders for reforming public schools. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.
The plan should address the following elements:
#3 Creating a structure and sense of direction for the development of school improvement and reform.
Facilitating change in the learning environment by applying the crucial elements of vision and leadership will support and provide the structure and sense of direction necessary for the development of school improvement and reform. With successful school reform it is imperative to have a cohesive plan that incorporates a clear vision, a shared commitment, an open dialogue/communication within the community and unified team leaders that are eager to motivate change. The initial starting point for any change is established with a clear purpose or vision. Stating a vision provides guidance for team leaders of an organization by articulating what change is desired and the ultimate direction to be attained. A vision guides the work that needs to be accomplished and facilitates the process for change in the future that people are willing to work towards. Stating a unified vision inspires, motivates, and encourages people to assume leadership roles, creating the structure necessary to facilitate change.
Constructing the foundation needed for school reform, a clear vision will additionally establish a standard of merit that will attract commitment and energize all leaders to strive for excellence. Implementing change will take perseverance and the support of stakeholders. In facilitating successful change and obtaining the support of others, leaders must visualize not only the new goals or plan, but additionally they must visualize new expectations, new relationships, and the necessary accountability structures required (Seeley, 1992).
Building the required structure necessary for the development of school improvement and reform requires designated team leaders delegated to head specific task focused issues. Leaders should meet regularly to share their expertise, accomplishments as well as their obstacles in obtaining progress. An open clear dialogue should be established in the professional network as well as within the community overall. Facilitating change requires the support of many individuals and educators should involve students, parents, business leaders, children’s advocacy groups and other stakeholders in the community (Cuban, 1988).
Creating a structure and sense of direction for the development of school improvement and reform is accomplished with leaders stating a clear vision, involving critical individuals to lead and implement task specific duties, utilizing the professional community for innovative approaches and building upon a supportive environment that is necessary for change.
#7. Protecting what is important and good about Hickory High while reforming it to better meet the needs of twenty first century students.
When implementing change in school reform, it is just as necessary to focus on what is right and working while additionally focusing on improvement and change for the better. In order to obtain the required support of administration, teachers, students, parents and others in the community, a successful approach for support to facilitate reform utilizes a sense of pride and accomplishment. Creating panels with leaders that represented students and also school professionals would enable the school to work collaboratively towards positive change. Reviewing policies and practices that were successful in the past could be discussed and supported by the critical individuals involved during task focused meetings. Investigating and discussing how other schools nationally/internationally, utilized and implemented innovative approaches to education in the learning environment could be beneficial in facilitating the needs of twenty-first-century students.
During school reform it is imperative to focus on the effectiveness of current education practices while developing policies that strive for improvement. Reinforcing the positive aspects of the school will help motivate all crucial stakeholders to engage innovative strategies for long term improvement and to better meet the future needs of the students.
References
Boles, K. & Troen, V. (1992). How teachers make restructuring happen. Educational Leadership, 49(5), 53-56.
Cuban, L. (1988). A fundamental puzzle of school reform. Phi Delta Kappan, 69(5), 341-344.
Marshall S. Smith; Jennifer O'Day, Systemic school reform. (1990). Journal of Education Policy, 5,(5), 233-267.
Seeley, D.S. (1992, April). Visionary leaders for reforming public schools. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.